TRUANCY AMONG SCHOOL CHILDREN: REASONS AND COUNSELLING EXPERIENCES

Background and Purpose: Truancy is one of the top discipline problems in Malaysia and the national prevalence of truancy indicates a significant number of students are truant. Counselling at school aims at helping schoolchildren in personality development and discipline. This qualitative study aims to research the experiences of counselling on schoolchildren who were reported for truancy. Methodology: The research participants involved ten schoolchildren who had played truant and were required to participate in counselling sessions. Data were gathered through semi-structured interviews, non-participant observations, and diary entries on two occasions for each participant. The data were analysed using thematic analysis to identify themes related to the participants’ experiences. Findings: The findings showed that the reasons for truancy among the school children involve self and relationship with others. After being in sessions with school counsellors, the children reported being more responsible, which included behavioural, emotional and goal-based changes. The relationship with the school counsellor allowed them to experience belongingness, which supported them in choosing positive behaviour, emotions and goals, which is related to having a sense of responsibility. Contributions: This paper argues that engaging in counselling with a school counsellor helped the schoolchildren to make responsible decisions about their behaviour, emotions and goals. The most important factor is the “relearning experience” in promoting responsibility among schoolchildren. Keywords: Qualitative research, truancy, belongingness, school counselling, responsibility. Cite as: Mat Min, R., Brahim, S. S., Mohd Yusoff, R. A., & Ramley, F. (2022). Truancy among school children: Reasons and counselling experiences. Journal of Nusantara Studies, 7(1), 79-99. http://dx.doi.org/10.24200/jonus.vol7iss1pp79-99

The Urgence Of Counseling Guidance In Developing Student Discipline in Junior high school Muhammadiyah Tebing Tinggi

This study examines the urgency of counseling guidance in fostering student discipline at the Muhammadiyah Tebing Tinggi Private Junior High School. This research is based on the existence of student discipline problems at school. The disciplinary behavior is related to violations of the rules and regulations set by the school. Schools as a strategic place to overcome students' undisciplined approach require a counseling approach. This study aims to analyze the importance of counseling guidance in fostering student discipline. This study uses a qualitative method with a phenomenological approach. Data was collected by using observation techniques, in-depth interviews, and documentation studies. Research informants consisted of principals, BK teachers, and students. The results of this study indicate that the efforts made by schools in fostering student discipline are by providing counseling and punishment services. It is hoped that with these efforts, students will be able to behave in an orderly discipline, always in an orderly manner with regulations everywhere.

What Are the Curriculum Implementation Difficulties by Teachers of Syrian Students?

In recent years, the rapidly increasing number of Syrian students started to be trained in public schools affiliated with the Ministry of National Education (MoNE) raises various problems. Syrian students who are included in the same class as Turkish students without a specific preparation process both have difficulties themselves and causes various discipline problems to all stakeholders such as teachers, parents, administrators and especially Turkish students. In this study, the difficulties experienced by teachers who teach Syrian students at the primary education level are examined in terms of their curriculum. As the curriculum is the most important guide that draws the boundaries of the instruction process and determines how the process should be, and teachers act as an important bridge in the realization of the curriculum in the classroom environment; the difficulties teachers experienced in the implementation of the curriculum will provide important information about the reality of education and give ideas about the arrangements that should be made in the curriculum, if any, or the need for a new curriculum.

Evaluating the Impact of a Targeted Approach Designed to Build Executive Function Skills: A Randomized Trial of Brain Games

This paper reports results from an impact study of Brain Games (BGs), a classroom-based intervention designed to build preschool and school-aged children’s executive functions (EFs) and related self-regulation skills. The study employed a classroom-randomized, experimental design with 626 students in 36 pre-K through fourth grade classrooms in charter schools in a mid-sized urban district. In one set of models with child covariates, children in intervention classrooms showed marginal positive impacts on regulation-related behaviors, attention control and impulsivity, and negative effects on global EF and marginal increases in discipline problems. A second set of models with a smaller sample and both child and classroom covariates included indicate positive impacts of BGs on global EFs, prosocial behavior, and attention control and impulsivity. There were no significant impacts on the teacher–student relationship as reported by the teacher or on direct assessments of inhibitory control, short term and working memory, or another measure of global EF in either set of models. These promising findings offer a signal that implementation of targeted, easy to implement intervention approaches in classroom contexts can influence children’s regulation-related and prosocial outcomes, but this signal should be investigated further with larger and more tightly controlled designs.

Polygenic scores for smoking and educational attainment have independent influences on academic success and adjustment in adolescence and educational attainment in adulthood

Educational success is associated with greater quality of life and depends, in part, on heritable cognitive and non-cognitive traits. We used polygenic scores (PGS) for smoking and educational attainment to examine different genetic influences on facets of academic adjustment in adolescence and educational attainment in adulthood. PGSs were calculated for participants of the Minnesota Twin Family Study (N = 3225) and included as predictors of grades, academic motivation, and discipline problems at ages 11, 14, and 17 years-old, cigarettes per day from ages 14 to 24 years old, and educational attainment in adulthood (mean age 29.4 years). Smoking and educational attainment PGSs had significant incremental associations with each academic variable and cigarettes per day. About half of the adjusted effects of the smoking and education PGSs on educational attainment in adulthood were mediated by the academic variables in adolescence. Cigarettes per day from ages 14 to 24 years old did not account for the effect of the smoking PGS on educational attainment, suggesting the smoking PGS indexes genetic influences related to general behavioral disinhibition. In sum, distinct genetic influences measured by the smoking and educational attainment PGSs contribute to academic adjustment in adolescence and educational attainment in adulthood.

Factors Hindering High School Library Success as Viewed by Librarians, Teachers and Principals in Israel

The paper presents findings of a wide-scale national study of which one objective was to identify main obstacles hindering high school librarians from successfully carrying out their tasks. Similar detailed questionnaires were mailed to librarians, teachers and principals in a cluster sample of 234 schools (one-third of target population), rendering 137 usable questionnaires (58.5%). The three groups rated quite similarly the obstacles. First and foremost were the scarcities of resources and manpower. Third was inadequate professional training, which was found to include: inadequate training in information technology and in librarianship, scarce skills in management, communication and public relations, as well as lack of training in instruction and lack of familiarity with curriculum and its development. Fourth was the principal's and teaching staff's lack of awareness and recognition of library importance, also acknowledged by principals and teachers. Additional obstacles mentioned were poor physical conditions, discipline problems and the character of the librarian and staff. Recommendations include: promoting understanding of school library and librarian roles by writing Israeli Information Power and by offering courses to principals and teachers on school library's roles, adding personnel positions in school libraries and emphasizing technological topics in library education programs.

Polygenic Scores for Smoking and Educational Attainment have Independent Influences on Academic Success and Adjustment in Adolescence and Educational Attainment in Adulthood

Educational success is associated with greater quality of life and depends, in part, on heritable cognitive and non-cognitive traits. We used polygenic scores (PGS) for smoking—a measure of genetic influences on behavioral disinhibition—and educational attainment to examine different genetic influences on facets of academic adjustment in adolescence and educational attainment in adulthood. PGSs were calculated for participants of the Minnesota Twin Family Study (N = 3225) and included as predictors of grades, academic motivation, and discipline problems at ages 11, 14, and 17 years-old and educational attainment at age 29. Smoking and educational attainment PGSs had significant incremental associations with each academic variable. About half of the adjusted effects of the smoking and educational PGSs on educational attainment at age 29 were mediated by the academic variables in adolescence. Distinct genetic influences related to behavioral disinhibition and educational attainment contribute to academic adjustment in adolescence and educational attainment in adulthood.

Student Discipline Problems and the Role of Counselors and School Principals to Overcoming Them

Violations that often occur in school are disciplinary violations committed by students. Discipline problems are problems which, if not resolved quickly, will have an impact on the smoothness of the learning process in the classroom. Some of the personnel who play a role in overcoming discipline problems in schools are counselors and school principals. This research is a library research, by searching, reading, studying, and analyzing the content of books and supported by various literature related to them. Based on the research results, it can be concluded that school counselors and school principals play an important role in overcoming student discipline problems. In addition, cooperation with other school personnel is needed to overcome disciplinary problems that occur.

Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers

Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the pro-ductive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online, and in addition experienced online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many pre-service teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Preservice teachers who had difficulty self-regulating and self-mobilizing for study, experienced accumulating loads, which caused them feelings of stress and anxiety. The word count indicated that the words that appeared most often were “load” and “stress.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures, as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers' descriptions show that in lessons taught in the format of lectures and communication of content, there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students' difficulties. Recommendations for Practitioners: In choosing schools for student teaching, it is recommended to reach an understanding with the school about the online learning policy and organization. It is important to hold synchronous sessions in small groups of 5 to 10 students. The sessions should focus on the mental wellbeing of the students, and on the acquisition of knowledge and skills. Students should be prepared for participation in asynchronous digital lessons, which should be produced by professionals. It should be remembered that the change of medium from face-to-face to online learning also changes the familiar learning environment for all parties and requires modifying the ways of teaching. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers' ability to deploy 21st century skills in an online environment de-pends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. It is recommended to examine it also from the perspective of teachers and students.

Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers

Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online and, in addition, engaged in online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020-2021. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many preservice teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers’ descriptions show that in lessons taught in the format of lectures and communication of content there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students’ difficulties. Recommendations for Practitioners: The findings suggest that it is recommended to combine synchronous lectures and meetings with asynchronous learning that integrates 21st century skills. It is advisable to use collaborative tools, such as forums, shared files, and open content repositories, and to encourage meaningful dialogue between learners, and between learners and their teachers, to better deal with the physical distance. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers’ ability to deploy 21st century skills in an online environment depends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. The issue should also be studied from the perspective of lecturers in academia, teachers in schools, and school students. Future studies should examine whether the change that took place during the COVID-19 period in relation to the deployment of 21st century skills, as experienced by all parties, led to the continued use of these skills in the post-corona period. Continued use depends largely on past experiences, knowledge, skills, and attitudes toward these skills. NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 16, 141-159.] Click DOWNLOAD PDF to download the published paper.